Education is ever-changing and developing. At the beginning and end of the school year, there are professional development opportunities that engage the staff and help support new ideas. Educators can get caught up with testing, meetings, and grading and now a health crisis and the great new ideas go by the wayside. Working on zoom and from home can be discouraging. This is when educators need to come together to help their students. The idea of collective efficacy is not new but has started to gain recognition. Working together for the greater good of the students and the school overall can help boost student achievement. As with a sports team where the coaches and players implement a game plan to win the game, schools’ staff need to work together, no matter the obstacles, to best support student achievement. Staffs that work together can be more productive if they have a common goal. "Educators with high efficacy show greater effort and persistence, a willingness to try new approaches and attend more closely to the needs of students who are not progressing." (Donohoo, 2017). Students may have difficulties with technology, working from home attending classes, or working through childhood trauma. Educators can meet students where they are and build positive relationships and help students through difficult times to increase student achievement.
Number of Units: 3.0 graduate level extension credit(s) in semester hours
Who Should Attend: This course provides continuing education for K-12 educators interested in planning customized curriculum and/or lesson plans.
Course Materials: Text, Collective Efficacy: How Educators' Beliefs Impact Student Learning by Jenni Donohoo available at Amazon.com (save with the electronic version of text (e-textbook)), or your local bookstore
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Professional development courses offered by the University of San Diego’s Division of Professional & Continuing Education are taught by faculty that possess a depth and breadth of academic and real-world professional experience.
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Our online self-paced courses are similar to online fixed-date courses, but are designed to give you a six-month period from time of enrollment to complete all assignments. Like fixed-date courses, online self-paced courses are asynchronous, meaning that you can work on your assignments anytime; the difference being there are no assigned due dates in self-paced courses. Your instructor will provide feedback via written responses on your assignments and exams. Grades are based on completed projects, assignments and exams.
How is the self-paced course structured? Like fixed-date courses, online self-paced courses are asynchronous meaning that you can work on your assignments anytime; the difference being there are no assigned due dates in self-paced courses. The content is divided into learning modules. Each module will cover one or more topics. Within each of the learning modules, you can expect the following components:
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